Can you tell me a little bit about yourself?

My name is Tara Christianson; I was born and raised in Treaty 1 territory and have lived in Winnipeg for the past 18 years. I am Red River Métis, citizen of the Manitoba Métis Federation and a member of the Bison Local. I also have Scottish, Irish, and English settler ancestry. I’m a mom, a partner, sister, daughter and auntie. I’m also a registered social worker that works in the mainstream health care system.

What is your research about and why did you choose this particular topic for your thesis?

My MSW thesis explored the impact of COVID-19 on services for Indigenous people living with HIV who use substances. As someone working on the front line of health care throughout the COVID-19 pandemic, I witnessed the rapid changes to service and the detrimental impact it had on many individuals already marginalized by a colonial system designed to oppress, such as Indigenous people and people who use substances. Research, particularly highly medicalized HIV research, tends to be rooted in westernized concepts that do not acknowledge the vast Indigenous knowledge systems that exist. The community-based research design of my thesis provided me the opportunity to engage directly with community to learn their experiences and perspectives in relation to accessing and providing services during that time. I believe that community knowledge is the key to addressing many of the harms experienced within systems by rejecting deficit-based models of care and centering the wisdom, practices, and relationships within Indigenous communities. Utilizing Indigenous Storywork helped me to remain grounded within that understanding throughout the entirety of my thesis.

What program are you graduating from and can you tell me a little about your experience in the program?

I graduated from the Faculty of Social Work Master’s program. I started the program in the height of the COVID-19 pandemic when all classes were still online, coming to in person classes during the last semester of my program. I was fortunate enough to have connection with the Village Lab and developed relationship with other students, faculty, and community throughout that time.

Dr. Rusty Souleymanov was my faculty advisor as well as mentor through the Village Lab where he is the director. I am grateful to have been matched with Dr. Souleymanov and am looking forward to continuing my work with him during my PhD. I was fortunate to be able to ground myself in community and Indigenous research methodologies with his guidance and support.

Do you have any advice for students interested in the MSW program?

Consider the thesis route and choose a research topic that you are truly passionate about. I entered the social work profession with the intent of disrupting the systems that perpetuate harm – many of which this profession has had a foundational and ongoing role in. For me, I feel that this academic route is helping me do that. I am grateful to have the pleasure to engage in community-based research and am deeply honoured for the stories that have been shared with me through this work. I have a deep commitment to community and ensuring that those stories are brought forward in ways that work towards lasting change.

Any other information you would like to share? Vision for the future? Other research interests?

This work for me is ongoing. I’ll be starting my PhD in social work in September 2025 and look forward to expanding on some of the findings from my MSW thesis, notably surrounding folx who use substances and are currently unhoused. I’ll be working from a community-based research design and incorporating the Métis Kitchen Table approach. I think that it is absolutely necessary as well to continually be working to decolonize academia and utilizing Indigenous research methods that move beyond western models and concepts.

Lastly, I would like to express my sincere gratitude to the Faculty of Social Work for the nomination. I am humbled and honoured to be one of this year’s recipients. I am very happy to see the recognition for these insightful and meaningful stories gifted by community.

This is a preliminary version and updates will appear as the Senate approves changes in May and June. The final version will be available July 2, 2025.

The Academic Calendar is a comprehensive publication  that outlines what is needed to get a degree. Inside, you will find:

· UM’s policies and procedures

· Academic regulations

· Important dates

· Information on all programs and faculties

· Important resources and contact information

· Course descriptions, including pre-requisites, mutually exclusive courses and equivalent course information

There are three versions of the Academic Calendar— undergraduate, graduate and one for programs and courses offered through Université de Saint-Boniface. Look at courses for both Fall and Winter Terms and plan registration for both.

Virtual Reality-Based Teaching Skills Program – Effective Communication: How to Have Better Conversations with Your Students

Date and time: Wednesday, January 8 and Thursday, January 9, 2025

Embark on an immersive skill development journey in our comprehensive Virtual Reality-based teaching skills program designed to enhance communication strategies. During the program, faculty and instructors (graduate students are also welcome) will explore effective techniques that are applicable to various educational contexts. Participants are given the option to practice communication skills in a safe, judgement-free environment that incorporates role play and Virtual Reality-based simulations before applying them in their teaching and learning environments. 

Register for the January 8 Virtual Reality-based Teaching Skills Program – Effective Communication: How to Have Better Conversations With Your Students

Register for the January 9 Virtual Reality-based Teaching Skills Program – Effective Communication: How to Have Better Conversations With Your Students

What inspired you to pursue engineering at the University of Manitoba?

“I grew up using, fixing and tinkering with offroad vehicles, ATV’s, snowmobiles and so on. I enjoyed learning how engines, suspensions, and everything to do with them work, and how to modify or optimize them for the arctic, this is what led me into mechanical engineering. The Engineering Access Program (ENGAP) did a recruitment presentation at my high school and that is how I became aware of that path into engineering.”

What do you plan on doing after you graduate? Do you envision leveraging your engineering education to make a positive impact within your community or beyond?

“I am moving back home after graduation and working with Parks Canada as a Technical Services Coordinator. Managing the construction, maintenance, repairs, renovations etc. of Parks Canada assets and equipment. I just hope that I can inspire other Inuit to pursue an engineering degree as well. I would happily and eagerly provide advice and support in any way I can to help them be successful, and hopefully return home as leaders of their community and in Nunavut.”

What was it like to work on your studies far from home? What sort of supports helped you along the way?

“Engineering is a very challenging degree and requires unwavering motivation and dedication to be successful. For me initially, moving away from my community, family and friends, I was too easily side tracked whenever family or friends came to Winnipeg. I had difficulty maintaining the level of dedication towards studies that was needed to be successful. The ENGAP program provided a home away from home and was the reason I was able to make it into engineering in the first place, and to ultimately complete it.”

Is there a particularly memorable project that you worked on during your studies?

“This would be my final engineering capstone project. I was lucky enough to be selected for the team who researched and redesigned the reed valve petal for Polaris Inc. for their snowmobile engines. A reed valve is an engine component used to control air flow into a 2-stroke engine. My love and interest for these kinds of things is what led me into mechanical engineering. Having this as one of the options for a final engineering design project, and being selected to be a part of it, couldn’t make me happier.”

Is there any advice that you would give to other Inuit wanting to pursue this degree?

“Stay extremely dedicated and motivated to do well and you can do it. Find and utilize all the resources available, such as a program like ENGAP which was a huge help in my education. They provided me with the academic upgrading I needed to make it into engineering and supported me throughout my years as a student. I know there are many more Inuit like me who enjoy tinkering with and understanding engines, suspensions and basically any mechanical system. I hope my completion of Mechanical Engineering will shed some light for Inuit towards engineering and show it is possible to achieve.”

The Price Faculty of Engineering congratulates RJ on his accomplishments, and wishes him the best in his future endeavors.

For more information about the Engineering Access Program, please visit their website. 

Who is the Graduate Teaching Program for?

This program is meant for graduate students who are new to teaching or new to teaching in Canada, and who are looking to develop a good foundation of teaching knowledge and practices.

Key features of the program:

• Fully online (primarily asynchronous with a few synchronous sessions in a few elective modules to consolidate your learning)
• Flexible for you as you balance all your commitments
• Completion can be done in less than a year
• Wide range of foundational teaching and learning topics
• Practical, relevant, and current pedagogically-sound teaching ideas
• Digital badges are awarded for completing each module
• Capstone project where you can identify the learning that is most important to you and your goals
• Certificate option

Registration

Annual MFA Open Studio Event

Where our Graduate students will open their studio spaces to the public, allowing you to see into the heart of their diverse practices!

Thursday, April 21, 11 am – 2 pm.

The event will take place on the University of Manitoba campus in Taché Hall, the Art Barn, and Ceramics Building.   

Please check in at the School of Art reception desk (located in the School of Art Gallery) when you arrive on campus.

The gallery can be found on the first floor of the Artlab building (180 Dafoe Rd W). 

Proof of COVID-19 vaccination and government-issued photo ID is required at check-in. All attendees must wear a KN95 or similar mask in all spaces (as per the University of Manitoba’s Covid-19 protocols). 

Snacks will be provided!

Please refer to the campus map for directions: https://umanitoba.ca/maps

Graduate Students and Studio Locations: 

• PJ Anderson,124 Ceramics Building
• Hamideh Behgar, 397 Taché Hall
• Pani Bolbolabadi, 380 Taché Hall
• Timothy Brown, 372 Taché Hall
• Sonny Cai, 193 Taché Hall
• Tracy Fehr, 384 Taché Hall
• Reid Flock, 135/136 Art Barn
• Jimmie Kilpatrick, 142 Art Barn
• Ashkan Nejadebrahimi, 187 Taché Hall
• Niki Saghari, 381 Taché Hall

After graduating the BEd program, Henderson went on to become an innovative social studies teacher at teacher at St. John’s-Ravenscourt School before his appointment as as principal of MET School where he continues to work today.

Matt Henderson is an accomplished graduate from the Faculty of Education.

In 2013, he received the Governor General’s History Award for Excellence in Teaching and a Government of Canada History Award. His work in this field has also resulted in his receiving the Association for Manitoba Archives “Manitoba Day” Award. He was named one of CBC Manitoba’s 40 under 40 in 2015.

Considered a passionate teacher, a ground-breaking curriculum designer and teacher trainer, he ran for office as an independent candidate in the riding of Winnipeg South Centre in 2011 and for the NDP in 2015, experiences he chalks up to a great lessons to share in social-studies classes.

Henderson has published a number of articles in academic journals. The happily married man and a father of two kids continues to teach and works evenings and weekends to complete his graduate studies, focusing on the relationship between experience and ecological literacy.

His master’s thesis topic was “Bridging the Ecological Knowledge and Knowledge-Action Gaps: A Utopian Vision for Education in Manitoba.”